Practice Over Creativity: A Common Ground Between Art and Management Revealed by Disengagement in Arts-Based Learning in Management Education

Studying local history can be approached in a modern way that encourages young students to utilize the methods and skills of a historian. This includes collecting, recording, comparing, and interpreting data from primary and secondary resources. Inquiry-based and art-based learning are effective frameworks for exploring local history. Students can gain a deeper understanding of the subject by focusing on inquiry, fieldwork, thorough recording, and constructing historical narratives based on critical interpretation of all information, including opposing and alternative views. Art-based learning allows students to analyze the forms and social aspects of artifacts, constructions, events, and phenomena and then express their knowledge and understanding in various multimodal and symbolic ways. It’s essential for children to take the initiative, and be involved in the learning process, and work in collaborative environments that support their free thinking and exploration. This approach is conducive to critical thinking and encourages creativity in learning history. This chapter outlines the conditions that define inquiry and art-based learning environments and offers a tool with practical suggestions for pre-primary and primary teachers to develop their local history lessons. The tool covers four major dimensions: learning interactions, understanding historical times, art-based learning, and practical strategies specific to local history.

Management education is sought globally due to its applicability and employable characteristics. Management education, however, is delivered differently in different parts of the world. Various teaching methods are adopted to ensure that students are industry-ready when they graduate, but the question remains whether these methods promote powerful learning. Hence this chapter aims to critically review the teaching and learning in management education from the lens of powerful learning and suggest strategies to promote powerful learning in management education. In the process, the chapter also will discuss what powerful learning includes in general and more so for management education.

Provides a definition of the purpose and role of action learning (AL) in management education. Gives examples of programmes in a university business school strongly committed to action learning and outlines some of the benefits of this approach for individuals. Acknowledges that AL is less straightforward and more demanding than a traditional taught programme but potentially could achieve a much wider range of learning outcomes.

Learner-oriented strategies focusing on learning processes are needed to prepare nursing students for complex practice situations. An arts-based learning approach uses art to nurture cognitive and emotional learning. Knowles' theory of andragogy aims to develop the skill of learning and can inform the process of implementing arts-based learning. This article explores the use and evaluation of andragogy-informed arts-based learning for teaching nursing theory at the undergraduate level. Arts-based learning activities were implemented and then evaluated by students and instructors using anonymous questionnaires. Most students reported that the activities promoted learning. All instructors indicated an interest in integrating arts-based learning into the curricula. Facilitators and barriers to mainstreaming arts-based learning were highlighted. Findings stimulate implications for prospective research and education. Findings suggest that arts-based learning approaches enhance learning by supporting deep inquiry and different learning styles. Further exploration of andragogy-informed arts-based learning in nursing and other disciplines is warranted. [J Nurs Educ. 2016;55(7):407-410.].

Analyzing the intellectual structure of research on simulation-based learning in management education, 1960–2019: A bibliometric review

A previous article compared the OPQ and 16PF in terms of content. It commented also on the dearth of papers on the use of personality questionnaires in selection, guidance and development. This article considers (i) the general issue of the use of personality questionnaires as a source of learning in management education and training, and (ii) more specifically, the comparative acceptability to testees of the OPQ and 16PF within this context. The general issue is considered in relation to: (a) the role of personality in effective managerial performance, and (b) current trends in management education and training. Data on the comparative acceptability of the OPQ and 16PF extend that on comparative content given in the first article. While the data were collected in an education/training context, they may be indicative of relative acceptability in other occupational applications.

The rapid integration of digital technologies into higher education has accelerated the adoption of hybrid learning models, particularly within management education. While prior studies have largely focused on empirical assessments of effectiveness or technology acceptance, limited attention has been given to the conceptual mechanisms through which students perceive hybrid learning environments. Addressing this gap, the present study develops a comprehensive conceptual framework to explain students’ perception of hybrid learning in management education. Drawing on constructivist learning theory, experiential learning theory, and technology acceptance perspectives, the paper systematically synthesizes extant literature to identify key hybrid learning dimensions—perceived usefulness, ease of learning, flexibility, and interaction and engagement—that shape students’ perceptual evaluations. The proposed framework positions students’ perception as a central mediating construct linking hybrid learning design characteristics with student satisfaction and acceptance of hybrid learning. By articulating theoretically grounded research propositions, the study advances conceptual clarity and offers a structured explanation of how instructional features are cognitively and affectively processed by management students. The framework contributes to hybrid learning scholarship by integrating fragmented insights into a coherent, parsimonious model that is empirically testable using multivariate analytical techniques in future research. Beyond theoretical contribution, the study provides meaningful implications for curriculum design, faculty pedagogy, and institutional policy, emphasizing the importance of learner-centered and perception-driven hybrid learning strategies. Overall, this conceptual paper serves as a foundation for future empirical validation and offers a robust theoretical lens for understanding the sustainability and effectiveness of hybrid learning in management education

Higher-order thinking (HOT) is widely recognized as an essential objective of health profession education (HPE). Based on Lipman's three-dimensional model of thinking, we investigated strategies for the development of HOT including critical thinking (CT), creative thinking, and caring thinking in HPE in three consecutive studies. Fostering students' CT is regarded as an outcome of HPE. However, there is the limited level of consensus on educational interventions for CT development. In view of some of the controversies surrounding the development of CT skills and dispositions in HPE, the aim of this study was to determine educational interventions affecting CT development in HPE. This study employed the best-fit framework synthesis design. The frameworks recommended by Abrami et al. were used as a basis for the synthesis. The priori themes were extracted from the selected best-fit frameworks. Then, Google Scholar, PubMed, SID, and ProQuest databases were searched for the literature related to the development of CT skills and dispositions in HPE students. Derived data from the HPE literature were coded against the priori themes, extracted from the best-fit frameworks. Interpretation and restructuring of the new themes derived from HPE literature, and the preexisting priori themes resulted in the final framework of the interventions affecting CT development in HPE students. The themes extracted from the HPE studies (including reflection, discussion, simulation, role-playing, questioning, and explicit expression of CT goals in curriculum) were similar to the a priori themes derived from the studies by Abrami et al. The new themes of experiential learning, art-based learning, argument mapping, concept mapping, and creating appropriate educational atmosphere were obtained by constant comparison of the data among the studies. The comprehensive framework of CT development methods provides a toolkit for medical educators. According to the results of the current study, the mixed approach, where CT is taught as an independent track, along with the discipline-specific CT development, seems to be more effective, compared to the immersion approach. Creating learning moments in the context of practice through experiential learning is noteworthy in the development of CT skills and dispositions. Further research is needed to evaluate the efficacy of the newly developed strategies, such as art-based learning and concept mapping.

Problem-based learning has great potential for management education. Placing students in a problem-centered environment may help bridge the gap between theory and practice. One important but underdeveloped issue for problem-based learning is the context design of the problem-solving situation. This article’s purpose is to develop a framework for designing the context for problem-based learning in management education. Background information is presented for problem-based learning, situated cognition, and the organization, leading to the development of such a framework. Cases are presented that illustrate the framework’s use, and learning outcomes are discussed.

The chapter describes how instructors can capitalize on student prior experiences and create opportunities for new experiences in the classroom to foster student learning in management education programs. The chapter provides an overview of research around experiential learning (Kolb, 1984; Kolb & Kolb, 2005), learning from experience or on-the-job learning by managers, and teaching techniques that have been shown to foster student learning in management undergraduate and graduate programs. The chapter focuses on experiences that could be created in-class or in the context of one course and does not discuss practices related to a program and curriculum design.

Although the term has roots in the training and development literature, blended learning has only recently begun to be studied in management education. This article examines the literatures of blended and fully online management education to determine whether there are factors that may influence instructional effectiveness that are unique to blended learning. The review provides tentative support for the premise that opportunities for enhanced learner control of the learning process and group cohesiveness and collaboration may be distinguishing advantages of blended learning in management education. The article concludes by discussing pressing research issues, including discovering optimal blends, differentiating from or integrating blending with the concept of “flipped classrooms,” distinguishing the effects of blending from other potential confounds, determining the effects of subject matter and program level, and seeking increased thought leadership on blended perspectives from classroom-based management education scholars.

Purpose– Proponents have argued that simulation-based learning (SBL) offers capabilities that respond to persisting critiques of management education. This research intended to provide additional empirical evidence for the instructional effectiveness of SBL. This paper aims to discuss these issues.Design/methodology/approach– This research adopted a quasi-experimental, multiple time series design to examine the instructional effectiveness of courses that incorporated computer simulations in a Master of Management program at a business school in Thailand. It compared student perceptions of three SBL courses with courses that used a variety of other instructional approaches over a period of seven years.Findings– Results revealed that students rated the SBL courses significantly higher on overall perceived instructional effectiveness, as manifested by action-directed learning, student engagement, quality of assessment and feedback, and instructor effectiveness.Research limitations/implications– The consistency of significant results for a large number of course sections over a substantial period of time suggests that the SBL courses created a more active, productive environment in which to learn management theory and practice.Practical implications– The results support assertions that simulations offer potential for enhancing the quality of university-based management education.Originality/value– First, the research provides empirical insights into the implementation of SBL in management education; second, many instructors remain skeptical as to whether active learning methods imported from western contexts are suitable for Asian learners. The study addresses this issue in the light of data that describe one institution's sustained attempt to employ computer simulations in its graduate management education program.

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Leveraging TikTok for active learning in management education: An extended technology acceptance model approach

What is it that managers want from management educators? What is it that management educators can give to managers? I believe that the essence of successful management education is a good exchange relationship between the givers and the receivers. Indeed what we have got to do is to establish a way in which the management educators can work with managers on problems which the latter feel that they have.